Italian adaptation of the Kolb's Learning Styles Inventory-2

Authors

  • Carmela Mento Department of Biomedical and Dental Sciences and Morphofunctional Imaging, University of Messina
  • Emanuele Maria Merlo University of Messina https://orcid.org/0000-0001-6041-9186
  • Salvatore Settineri Department of Biomedical and Dental Sciences and Morphofunctional Imaging, University of Messina

DOI:

https://doi.org/10.6092/2282-1619/2017.5.1521

Keywords:

Learning styles, LSI-2, Psychological types

Abstract

The ability to understand Learning Styles, provided by Kolb’s studies, suggests that the instrument can be used on the Italian population in a translated and adapted form. In this study, correlational and factorial re-analysis, in line with the psychometric evidence in the literature, shows how the four scales, Abstract Conceptualization (AC), Concrete Experience (CE), Reflective Observation (RO), Active Experimentation (AE), come together as in the original Kolb’s hypothesis, in a bipolar dimension. The assessment of the Learning styles applied to the students of Medicine and Surgery, is interesting for the many different approaches into medical science and different professional choices.

References

Kolb, D. (1976). Leqrning Style Inventory. Boston: McBer & Co.

Kolb, D. (1985). Learning Style Inventory: Technical Manual. Boston: McBer.

Jung, C. G. (1921). 1971, Psychological Types, trans. by HG

Baynes.Loo, R. (1999). Confirmatory factor analyses of Kolb's Learning Style Inventory (LSI‐1985). British Journal of Educational Psychology, 69(2), 213-219.

Myers, I. B. (1962). The myers-briggs type indicator (pp. 1-5). Palo Alto, CA: Consulting Psychologists Press.

Willcoxson, L. & Prosser, M. (1996). Kolb’s Learning Style Inventory (1985): review and further Beverly Hills and London: Sage Publications, study of validity and reliability. British Journal of Educational Psychology, 66,247-257.

Yahya, I. (1998). Willcoxson and Prosser's factor analyses on Kolb's (1985) LSI data: reflections and re‐analyses. British Journal of Educational Psychology, 68(2), 281-286.

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Published

08-05-2017

Issue

Vol. 5 No. 1 (2017)

Section

Clinical Psychology

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